Self‐concept in Profoundly Deaf Adolescent Pupils

Maite Martinez, Núria Silvestre

    Research output: Contribution to journalArticleResearchpeer-review

    10 Citations (Scopus)


    This study compares the concept of self of profoundly deaf adolescents with that of their hearing companions of the same age. The technique originally designed by Khun and Portland was used: “Who am I?” The chief results indicate on the one hand some significant differences between the hearing and the deaf, and on the other hand the difficulties of the latter in defining themselves as deaf. However, it is necessary to point out that the few references to hearing deficiency do not carry a negative connotation. These data are interpreted in the framework of the educational conditions of the country in which integration is a general mode of schooling and frequently the deaf pupil has no opportunity to have class or school companions who are also deaf. It concludes with some considerations of an educational nature about the future lines of research in which a greater variety of educational and social conditions could be taken into account. © 1995 International Union of Psychological Science
    Original languageEnglish
    Pages (from-to)305-316
    JournalInternational Journal of Psychology
    Issue number3
    Publication statusPublished - 1 Jan 1995


    Dive into the research topics of 'Self‐concept in Profoundly Deaf Adolescent Pupils'. Together they form a unique fingerprint.

    Cite this